English Skills Enhancement

Module 4

Course Packet 03

Strategies for Writing a

Review of Related
Studies and
Literature

Impante, Micaiah Grace B.

(BSE English 1A)

Pre-Assessment. Put RL before the reference that can be used for a review of literature and

put RS if it can be used for a review of studies.

RS 1. Burhans, L.M. & Alligood, M.R. (2010). Quality nursing care in the words of

nurses.

Journal of Advanced Nursing 66(8), 1689–1697.

RL 2. Peterzell, J. (1990, April). Better late than never. Time Magazine, 135(17), 20–21.

RL 3. Publication Manual of the American Psychological Association (7 th edition) (ISBN

13: 978-1433832161; ISBN 10: 143383216X)

RS 4. Dominici, G. & Guzzo, R. (2010). Customer satisfaction: The case of the hotel

industry. International Journal of Marketing Studies 2(2), 3-12.

RS 5. Kayri, I., Gencoglu, M.T. & Kayri, M. (2012). Computer-assisted education and

its

effects on the academic success of students in the lighting technique and indoor

installation project course. International Journal of Advances in Engineering &

Technology 2(1), 51-61.

RS 6. Ragheb, A., El-Simy, H. & Ragheb, G. (2015). Green architecture: An analysis of

the

concept of sustainability. Journal of Urban Planning and Architecture Design for

Sustainable Development 1(2), 778-787

RS 7. Vakilifard, A. (2019). Perceptual learning styles preferences: A comparison between

Persian language learners in second and foreign language settings. Journal of English

Language and Technical Learning 11(24), 303-322

RL 8. Belcher, W. (2019). Writing your journal article in twelve weeks: A guide to

academic

publishing success (2nd ed.). University of Chicago Press.

RL 9. David, A., & Simpson, J. (Eds.). (2006). The Norton anthology of English

literature:

The Middle Ages (8 th ed., Vol. A). W. W. Norton and Company.

RL 10. National Alliance on Mental Illness. (n.d.). Mental health conditions.

https://www.nami.org/Learn-More/Mental-Health-Conditions
 Activity. Suppose that you are writing research on students’ distance learning

experiences. You are attempting to find out the various teacher-assisted and

independent learning circumstances experienced by university students through

collecting their written narratives about their synchronous and asynchronous online

classes. Tick five (5) titles that are likely to be relevant to your research topic.

_____ Factors influencing faculty satisfaction with online teaching

√ Online learning in higher education: An exploratory study of students’ experiences

_____ Virtual interaction: Teachers’ best practices in asynchronous classes

√ DepEd reports learners’ difficulties in online learning

√ Online learning: A threat to students’ security?

_____ Learning opportunities during a pandemic: Students’ satisfaction with online classes

_____ Learning styles and culturally diverse students

√ Barriers to online learning: A factor analytic study thru students’ perspectives

_____ The relationship of social presence and interaction

√ The importance of parents and teachers’ support to students’ learning preferences

Processing of the Activity. List down the titles you have selected from the list above and

justify why you think they are related to the topic students’ distance learning

experiences.

Article title What can be its connection with my

research topic students’ distance learning
Online learning in higher education: An
exploratory study of students’ experiences
DepEd reports learners’ difficulties in online
learning
experiences?
• It is connected to the research topic
which is students’ distance learning
experiences because it is about the
condition of students in higher
education of their experiences in
online learning. Also it will tackle
different point of views of the
students about online learning in
college and how the experiences of
students differs to other educational
levels setup in online learning.
• It is connected to the research topic
because it is about the learners’
report to DEPED regarding to their
difficulties in online learning.
Because it is important to consult
students’ learning in the new setup if
they are adjusting well or if they’re
having difficulties in this kind of
setup which is online learning.
 Online learning: A threat to students’
security?
Barriers to online learning: A factor analytic
study thru students’ perspectives
The importance of parents and teachers’
support to students’ learning preferences
Enhancement Activity. Your initial research topic may be broadly stated like the
ones you will find below. To know what research direction you can take, choose any
topic on the list and fill out the column with the required information:
o students’ disaster preparedness
o youth leadership and community engagement
o gender-inclusive university programs
o empowering students with disabilities
o students’ self-efficacy and career planning
Note: The types of material may depend on the students’ available resources.
Topic: Empowering Students with Disabilities
List of related literature and studies:
Materials Reference citation in
APA format (use the
links under the Readings
of this course packet)
book (or Akyurek G., Bomin G. (2017).
electronic Community Participation in
copy of People with Disabilities.
a book Headquarters IntechOpen
chapter) Limited 5 Princes Gate Court,
London, SW7 2QJ, United
Kingdom. IntechOpen
• It is connected to the research topic
because it is about the security of
students in online learning. Because
of the new setup, we are not 100%
sure of our safety since internet is
limitless and anything can happen in
this platform and there’s no
assurance of protection.
● It is connected to the research topic
because it is about students’ perspectives
about barriers or hindrances they are
experiencing in online learning.
• It is connected to the research topic
because it is about the guidance and
support to students’ learning
preferences of teachers and parents
for online learning.
What does the material say? What is its
connection to my
topic?
The material tackled how The connection of this book
important the environment or to my topic is it will
the community of people with emphasize and give
awareness to people on how
disabilities. And what the
our participation will
community do for them.
encourage PWD, especially
the students who are PWD.
 book (or Izzo, M. and Horne L. (2016). The topic regarding people The connection of this book
electronic Empowering Students with with disabilities are broad. to the topic is it tackled other
copy of a Hidden Disabilities A Path to And just like the author stated disabilities which we are not
book Pride and Success. Washington in this book, disabilities is not aware of, and how will we
chapter) Ave., Baltimore, United only for those people who are overcome these disabilities.
States. Brookes Publishing born with problems in their This study also specified it to
body, but there’s more. So this students… students with
book emphasize the coverage hidden disabilities.
of disabilities and the ways
for pride and success.
online Castelo, M. (2020). Using this article is about how The connection of this article
feature Assistive Technology to Assistive Technology will to the topic I have is it also
article Empower Students with help students with their shares method on how to
Disabilities. Retrieved From. disabilities. it’s not only their empower students with
https://edtechmagazine.com/k hardship of having disability disabilities by helping them
12/article/2020/03/using-assisti that was being lightened but with the use of Assistive
ve-technology-empower-stud also other skills and abilities technology.
ents-disabilities-perfcon they have.

a Cass, R. (2010). Empowering This research article from an This research article from an
research Children With Learning online journal is about how online journal is connected to
article Disabilities: A Practitioner-Based they will empower, how they the topic because it tackles
from an Reflection. The Journal Of will encourage students with about how they will
online Education, 191(1), 59-67. learning disabilities. empower the education of
journal Retrieved January 13, 2021, Specifically, students who are people with learning
From struggling in studying, or disabilities.
Http://Www.Jstor.Org/Stable/42 expressing their selves in
744144 writing.

a Ogutu, J. (2017). Effects of
research Online Learning on Students
article with Disabilities in Public
from an Universities in Kenya. African
online Research Journal of Education
journal and Social Sciences, Vol. 4,
Issue 2, 2017. Retrieved from:
http://arjess.org/effects-of-onli
ne-learning-on-students-with-
disabilities-in-public-universit
ies-in-kenya/
This research article from an
online journal tackled about
how does online learning
affects the education of
students with disabilities in
public universities. It tackled
what are the special education
and policies for students with
disabilities in online learning
setup.
This is connected to my topic
because it tackled about the
effects of online learning to
students with disabilities. it’s
also important to connect
this in our topic so that we
can create steps to empower
students with disabilities.
unpublis Evanks, V. (2012). Experiences
hed Of Students With Disabilities:
thesis Factors That Influence Their
Withdrawal As Baccalaureate
Degree Seeking Students.
Colorado State University.
Fort Collins, Colorado.
Retrieved
from:https://mountainscholar.
org/bitstream/handle/10217/68
189/ThompsonEbanks_colosta
te_0053A_11299.pdf?sequence
=1
This unpublished research is
all about the setup in college
of students with disabilities;
how was the experience and
their challenges cause them or
influence them to withdraw in
studying.
It is connected to my topic
because this unpublished
thesis is about how will
empower students with
disabilities who are having
difficulties with their
experiences influencing them
to withdraw in college.

Generalization.

1. Where did you find the majority of your references?

I found the majority of my references in internet. I found these books, feature article and
research article from an online journal in Google. Although it’s hard to search the internet,
but I managed to find the following needed references.

2. What challenges have you encountered while looking for literature and studies?
The most challenging part in searching my literature and studies in the internet is testing
it’s credibility and if it’s related to my study as well. Also some of the sources doesn’t have
complete information and some of the sources are too old already. That’s the challenges I
have encountered while looking for literature and studies.

3. What technique did you use to overcome the challenges you encountered while
searching for related literature and studies?

To overcome my challenges, I patiently search the internet to find credible sources. After
completing the information needed for reference citation, I comprehensively read the article,
studies and literatures so that I know what to do with it in my study.

Application. Write the first draft of your review of literature and studies by putting
together the materials you found in the Enhancement Activity of this course packet. Use the
tips for writing a review as your guide.

Topic: Empowering Students with Disabilities

According to Joel Ogutu (2017) Online teaching and learning pedagogy creates a

community of inquiry where participants interact to jointly construct knowledge. Special

education policies and practices that ensure students with disabilities receive a free,

appropriate public education in the least restrictive environment are coming under pressure
from the rapid expansion of online learning. Study findings demonstrated an increase in the

number of Universities providing online instruction with limited anticipated barriers to

students with disabilities participating in online learning. As a result, students bring to their

university education a wide range of perceptions, attitudes, and prior experiences that may

affect their learning outcomes.

Being disabled is defined as being out of “normal” as a biological sense, while in social sense,

it is defined as the social and cultural obstruction of the individual’s ability to live

independently and easily in society [1]. Therefore, appropriate sociocultural environment is

essential to enable disabled people to develop their skills and gain a place in social life. For

example, the parent of person of a disability does not have an interest in him because he does

not trust him or herself and shows an extreme protectionist attitude Akyurek and Bumin

(2017)

Izzo and Home (2016) understand intimately that youth with hidden disabilities are often

misperceived as being troublemakers instead of as complex children who need supports from

the adults in their homes, schools and communities. They understand that effective support

and interventions can ease the pain of these students, raise graduation rates and help

students connect with their community through mentors and peer groups. They also know

that students with emotional and behavioral disabilities are more likely to be victims of

violent crime than perpetrators, and that without appropriate interventions, they are at

increased risk for dropping out of school, for incarceration, homelessness, and for long-term

reliance on government assistance

The other three system levels associated with college persistence and success have the

potential of being a social support network for SDWs. The second system level pertains to

parents, family members, friends and peers. Factors associated with this level of support

include problem-solving, role model, encouragement, guidance, listening, validation,

affirmation, provision of resources. The third system level is that of the educational

institution. Factors linked to the institutional system includes: positive 54 accepting campus

climate, counseling, tutoring, understanding and knowledgeable faculty and staff, availability

and provision of disability services, and resources. The fourth system level relates to

community resources. Factors connected to the community include employment

opportunities; health specialists; affiliated disability services; and other community agencies,
groups, and allies. Another system level that is often not focused on in the literature but has

the potential to provide support to SWDs is the society at large. The society can offer support

through legislation, economic, social and political mandates, media influences, and national

agencies. Evanks (2012)

According to Castelo (2020) it is categorizes into two areas: high tech and low tech. High tech

refers to devices or equipment with digital or electronic components, such as augmentative

communication devices, alternative keyboards and power wheelchairs. It also includes

software or built-in accessibility features on devices such as text to speech, word prediction

and optical character recognition. Low tech refers to simple adaptive tools such as timers,

graphic organizers and flexible furniture.“Assistive technology really gives students the

ability to access grade-level content and allows them to be independent,” castelo says.

Unfortunately, according to Cass (2010) many teachers are at a loss as to how to instruct

children, particularly those with identified learning disabilities (LD), in a manner that can

assist them to produce higher quality writing. This article provides an overview of current

research on the writing needs of students with LD and a practitioner-based reflection on the

Empower writing program a resource that can help teachers meet the needs of struggling

writer.

Post-Assessment

Finalize your review of literature and studies on the topic you have selected from the
Enhancement Activity of this course packet. Add seven (7) related literature and seven (7)
related studies published within the last 10 years.

Students with disabilities are not the only ones at risk of dropping out. Dropout

rates have increased for all students, and studies have identified a subgroup of students,

termed “atrisk,” as being more likely than others to drop out (Mayya, Rao, & Ramnarayan,

2011). However, the dropout rates among students with disabilities and special needs far

exceed that among students enrolled in general education programs (Murray & Naranjo,

2018). It makes sense to examine institutional responses to and treatment of students with

disabilities to identify the failures.

 Weishaar (2010) argued that IEP planning for special needs students could be vastly

improved using a strengths-based approach. This approach has been used in counseling for

more than a decade but has only recently been introduced into special education. Weishaar

demonstrated how a strengths-based approach can improve the preparation, presentation,

and documentation of the IEP process. Practical advice was offered on how to include parents

and students in the IEP process more fully. Indeed, Weishaar argued that the primary goal of

a strengths-based program is to expedite the creation of a trusting relationship between

school 36 and parents so that both can help a student with disabilities to transition more

successfully to postschool life.

Weidman’s (2010) conceptual model of undergraduate socialization; Perna’s (2016)

conceptual model of college choice; and Hurtado, Alvarez, Guillermo-Wann, Cuellar, and

Arellano’s (2012) Multicontextual Model for Diverse Learning Environments— to take into

account the experiences of students with disabilities:. We conclude the chapter with

recommendations regarding topics and strategies for future scholarly work.

In her tsudy of disability culture in Ghana, Reynolds (2010) interviewed five

community leaders to examine current views of people with disabilities in that country. The

researcher found that, although the informants expressed awareness that there were

biomedical and environmental explanations for disabilities, traditional spiritual explanations

were also offered, including cause by an ancestor who did something wrong and caused a

curse on the family, witchcraft, and fear that touching someone with a disability might cause

the birth of a child with a similar problem. The study focused on community leaders'

perceptions rather than parents of children with disabilities.

Daudji et al. (2011) reported the results of a study of five South Asian mothers of

children with either spinal bifida or congenital spinal cord injury living in Ontario, Canada.

The researchers sought to explore how the participants perceive disability and rehabilitation.

Among their findings was that, despite knowing the biomedical explanations for their

children's conditions, the mothers also spoke of traditional explanations, attributing the

disability to "the will of God" and giving thanks to God for choosing them to care for a child

with a disability (p 514 — 515). In addition, participants had hope for their children's future,

focusing on possibilities of education and the achievement of a "normal" life, specifically

hoping for the ability to walk independently through rehabilitation. These respondents were
immigrants from South Asian countries to Canada and had the opportunities available to

them by virtue of being in a developed country; thus, their aspirations could have been

influenced by the rich resources available to them, which were not afforded to those living in

developing countries.

Maloni, et al. (2010) interviewed 11 mothers of children with disabilities in

Bangladesh to explore their perceptions of disability and look at how the perceptions

impacted the care sought for their children. Disabilities included spinal bifida, cerebral palsy,

and non-specifically diagnosed disabilities. The authors found that disability was perceived

as limitations in activities, particularly walking and activities of daily living, and the cause

was thought to be both traditional and biomedical in nature. Traditional causes included

"possession by ghosts or evil spirits" (p. 848), while biomedical causes included those related

to labor and delivery problems or maternal behavior during pregnancy (i.e., fall or engaging

in manual labor). The researchers concluded that parents' perceptions of disability influenced

their care seeking behaviors; however, it appeared that they were most influenced by the

attitudes and perceptions of their family members. The study included an exploration of the

parents' expectations for the future of their children. The most commonly cited goals for their

children were independence in activities of daily living and participation in formal education.

Morgan and Tan (2011) explored the parental beliefs regarding disability causation

in their children with cerebral palsy in Cambodia. Twenty-four parents or primary careers

were interviewed. Of them, 15 were mothers, four were fathers, two were grandmothers, one

was an aunt and two were non-relative careers of children with disabilities. The researchers

found that 10 participants had "no idea as to why their child had a disability" (p. 2116). Eight

of the respondents believed the cause to be at least partially biomedical (i.e., vaccinations, the

mother's health and nutrition during pregnancy, or trauma), and eight believed it to be at

least partially related to traditional factors (i.e., karma or spiritual forces).

Families are a critical source of support for children with disabilities. Family members absorb

the added demands on time, emotional resources, and financial resources (Baker- Ericzen,

Brookman-Frazee, & Stahmer, 2015) that are associated with having a child with a disability.

Yet, rewards from having a family member with a disability, such as personal and spiritual

growth, have also been noted (Scorgie & Sobsey, 2012).

In addition, the way the family functions in response to the child's disability has a critical

relationship to family outcomes. Researchers have noted that marital and family functioning

may be far more important predictors of parenting stress and depression than the presence or

absence of childhood disability. Abbeduto et.al. (2014) found that diagnosis-specific

differences in parenting stress disappeared when child behavior, parental coping style,

maternal education, family income, age of the child, and number of children in the family

were controlled. Kersh, et al. (2016) found when controlling for marital quality, neither child

functioning nor child behaviors were significant predictors of maternal and paternal

depressive symptoms or parenting stress. Smith, Oliver, and Innocenti (2011) noted that

although poor social skills in the child were a predictor of parent stress, family functioning

was a much stronger predictor. The causal directions between stress and family functioning

cannot be determined from these findings. Yet, these studies point to the need for

practitioners to pay attention to parental relationships and overall family functioning because

these can be important risk factors for parental stress.

Although several studies have examined the negative impacts of poor family

functioning, Lustig (1997) found that most families of children with disabilities do not

experience poor functioning. In a study of family typologies, Lustig found that most families

of children with disabilities displayed either a coherent or flexible profile, and that only 7% of

families exhibited a vulnerable profile which was characterized by a lack of functioning,

coherence, resources, and adaptability. The results of Lustig's research suggest that families of

children with a disability may not experience more difficulties with functioning than other

families. Thus, practitioners should not equate poor family functioning with childhood

disability. While poor family functioning may be a risk factor for stress when it is present,

many families function quite well.